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Training of supervising teachers to support the professional growth of preservice teachers

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dc.title Training of supervising teachers to support the professional growth of preservice teachers en
dc.contributor.author Wiegerová, Adriana
dc.contributor.author Gavora, Peter
dc.relation.ispartof 12th annual International Conference of Education, Research and Innovation (ICERI 2019)
dc.identifier.issn 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-09-14755-7
dc.date.issued 2019
dc.citation.spage 6889
dc.citation.epage 6895
dc.event.title 12th Annual International Conference of Education, Research and Innovation (ICERI)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2019-11-11
dc.event.edate 2019-11-13
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED-Int Assoc Technology Education & Development
dc.relation.uri https://library.iated.org/view/WIEGEROVA2019TRA
dc.subject preservice teachers' supervising en
dc.subject professional development programme en
dc.subject preschool preservice teachers en
dc.subject primary school preservice teachers en
dc.description.abstract This article reports about construction and implementation of professional development programme for preservice teachers' supervisors. These supervisors are responsible for in-field practice of preservice teachers in preschool and primary school education programmes. The professional development programme consists of six modules that provide theoretical foundation for the work of supervisors. For each of the modules a textbook was composed by the faculty staff. The textbooks were assessed by 16 supervising teachers in order to generate ideas for their improvement. The chief aim of this article is to evaluate the professional development programme through interviews and workshops with its attendees. The sample of attendees was 50 teachers who originated from preschools and primary schools in the Moravian part of the Czech Republic. The data allow to conclude that the professional development programme contributed to better understanding of the function and processes of supervising. The attendees confirmed that supervising activity has a decisive role in preservice teachers' learning and that it supplements lectures and seminars of the university programme in a substantial way, though it does not substitute them. They became aware of a range of roles they have to perform while working with preservice teachers, which are as diverse as "opener the door" or a successful teacher model. In addition to knowledge and skills, this professional development programme provided social support, and creation of supervisor community for exchanging experiences and mutual trust of supervisors. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009752
utb.identifier.obdid 43880929
utb.identifier.wok 000530212402124
utb.source S-wok
dc.date.accessioned 2020-06-24T08:32:15Z
dc.date.available 2020-06-24T08:32:15Z
utb.contributor.internalauthor Wiegerová, Adriana
utb.contributor.internalauthor Gavora, Peter
utb.fulltext.affiliation Adriana Wiegerová, Peter Gavora Tomas Bata University in Zlín, Faculty of Humanities, Department of School Education (CZECH REPUBLIC)
utb.fulltext.dates -
utb.fulltext.sponsorship Funding appeared as an essential prerequisite for planning, organizing, and evaluation the programme. The programme was financed by the Ministry of Education of the Czech Republic in the form of a grant provided for the Faculty of Education, Tomas Bata University.
utb.wos.affiliation [Wiegerova, Adriana; Gavora, Peter] Tomas Bata Univ Zlin, Fac Humanities, Dept Sch Educ, Zlin, Czech Republic
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Department of School Education
utb.fulltext.ou Department of School Education
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